Literature circles and book clubs have become a popular instructional literacy strategy. In recent years, educators attempt to motivate students to read more in quantity and quality at an early age. A case study design was utilized that required undergraduate education majors to participate in literature circles reading historical fiction and engaging in the literature circle as if they were young children themselves. This engagement included attending weekly meetings with peers, writing in a reflective journal, and partaking in all aspects of a literature circle typically found in intermediate, middle and high school classrooms. A pre and post survey was distributed to one section of an undergraduate course engaged in literature circles, and their journey was documented in a self-reflective journal retained over the semester. Observations were also used to corroborate and triangulate data. Results indicate that literature circles increased university students' engagement with text and commitment to the classroom community. A bibliography is included.